RI-GSE-ESS1–3 Explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading); 3b explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate movement and seismic activity RI-GSE ESS 1:
The Earth and earth materials as we know them today have developed over long periods of time, through continual change processes.
National Standards:
NS 9-12.4 Earth and Space Science
The evolution of the Earth system Content Standard F: Science in Personal and Social Perspectives
Science and Technology in local, national, and global challenges
Context of Lesson:
Students will take a quiz
Students will have just gone over where earthquakes are located and why they occur. This lesson will describe how they occur. I will be demonstrating different waves that occur with an earthquakes, and we will be going over the effects of earthquakes. This lesson will be beginning a 2-day activity on locating the epicenter of an earthquake.
begin an activity on locating the epicenter of an earthquake
Instruction:
Opening:
Students will be asked to enter the classroom and write down one question they have related to this unit that they want to learn. I will collect these and review them on my own. (I will then take my students' interests into account and rearrange my lesson to cater to them. What questions do you expect?
How will you introduce the day's activities?
Engagement:
Students will then have 15 minutes to take a quiz. What will you say? What will you ask?
I will show a 5 minute video on earthquakes. Web video on Earthquakes(5 minutes)
As written, this is strange. Why would students think that a slinky is a good way to model earthquakes?
I will give a demonstration using a slinky on P-waves and S-waves and discuss.
We will then go over how earthquake epicenters are located.
Why is this in the closure section? Are students not going to do the activity until the next day? Shouldn't you explain this?
Students will be assigned to carefully read over the activity for homework and prepare in writing any questions they may have about it.
Again, if you want students to do something at home, you have to ask for a specific product that they can show you. Why not ask them to write a procedure for the activity based on their reading?
Assessment:
How will you assess students' understanding of P and S waves? Are there some closing questions you can ask?
Lesson Plan
Lesson Title:
State Standards: GLEs/GSEs
RI-GSE-ESS1–3 Explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading); 3b explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate movement and seismic activityRI-GSE ESS 1:
The Earth and earth materials as we know them today have developed over long periods of time, through continual change processes.
National Standards:
NS 9-12.4 Earth and Space ScienceThe evolution of the Earth system
Content Standard F: Science in Personal and Social Perspectives
Science and Technology in local, national, and global challenges
Context of Lesson:
Students will take a quizStudents will have just gone over where earthquakes are located and why they occur. This lesson will describe how they occur. I will be demonstrating different waves that occur with an earthquakes, and we will be going over the effects of earthquakes. This lesson will be beginning a 2-day activity on locating the epicenter of an earthquake.
Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
Objectives:
Students will...Instruction:
Opening:
Students will be asked to enter the classroom and write down one question they have related to this unit that they want to learn. I will collect these and review them on my own. (I will then take my students' interests into account and rearrange my lesson to cater to them. What questions do you expect?How will you introduce the day's activities?
Engagement:
Students will then have 15 minutes to take a quiz.What will you say? What will you ask?
I will show a 5 minute video on earthquakes. Web video on Earthquakes(5 minutes)
As written, this is strange. Why would students think that a slinky is a good way to model earthquakes?
I will give a demonstration using a slinky on P-waves and S-waves and discuss.
We will then go over how earthquake epicenters are located.
Closure:
I will explain, and students will begin, an activity on locating the epicenter.Activity on Locating Epicenter
Why is this in the closure section? Are students not going to do the activity until the next day? Shouldn't you explain this?
Students will be assigned to carefully read over the activity for homework and prepare in writing any questions they may have about it.
Again, if you want students to do something at home, you have to ask for a specific product that they can show you. Why not ask them to write a procedure for the activity based on their reading?
Assessment:
How will you assess students' understanding of P and S waves? Are there some closing questions you can ask?
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: